SELF-INITIATED PROJECT PRODUCT DESIGN YEAR 4
Type: Duration: Core Staff:
Individual 10 weeks Kirsty Ross Mil Stricevic
Funding:
Introduction As the culmination of my 4 years studying Product Design, the Self-Initiated Project asks me to formulate my own design brief by defining my own area of exploration in order to deliver a design outcome. During this project I am asked to apply my design knowledge and skills acquired throughout studying at Glasgow School of Art to successfully curate and fulfil a project from start to finish, critically reflecting on my own practise and agency as a designer.
Self Development Award
DISCOVER
DEFINE
DEVELOP
DELIVER
Project Brief 1 Initial Research 5 Field Investigation 17 Insight Analysis 29 Design Direction 35 ‘Alternative Now’ 41 Design Opportunities 45 Development 53 Concept Proposition 79 User Scenarios 89 Project Summary 95 Reflection 101
FOREWORD The Robertson Trust have helped me from the beginning of my journey to university through the support and encouragement I receive on their Scholarship programme. Approaching the end of my journey, I wanted to conclude my studies at GSA with a project that will show how much I have learned and progressed since starting my journey. Therefore, before starting the Self Initiated project, I successfully applied for the Robertson Scholarship Trust’s ‘Self Development Award’, where I was awarded up to £4000 funding to undertake a charitable project that allowed me to develop my potential and give back to a community. Hence, I wanted to combine this award with my Self-Initiated Project to make the most impact amongst my intended target audience and prospective users. Being awarded the Self Development Award gave me the strength and courage to step up and challenge my abilities and personal inhibitions around Asperger’s Syndrome in a constructive and socially beneficial way. Conscious of how challenging and demanding this project would be, I wanted to test my professional resilience by designing within an area that affected me on a very personal and emotional level. I believe my determination to succeed within this domain will allow me to demonstrate how much I have developed since starting university by allowing me to give back to others and inspire potential, just as the Robertson Trust has done with me.
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SELF-DEVELOPMENT AWARD
“
To encourage our Scholars to give back to the community and to develop their potential as contributing members of society, the Self Development Award funds scholars up to £4,000 to do charitable work and make a real difference to the community.
”
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Project Brief To begin this project, I needed to demarcate an area of interest to research and explore.
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BACKGROUND Throughout my degree, I have learned that design is inherently subjective. If design were truly objective, then there would be no variation or difference. As a designer, I believe we design best when we bring our subjectivity into the design process; using our experience, tacit knowledge, instincts and voice to help reach a design solution. Hence, more successful projects were ones that I had a personal connection and experience with. In this approach the designer also becomes a user, using their own experience and relating this objectively to a wider context. Therefore I believe that empathy is the most powerful and effective approach for a designer to understand and relate to their user. Since being diagnosed with ‘Asperger’s Syndrome’ as a child, I had never really known what Autism was - understanding and relating to Autism has been very complex and confusing for me. Throughout my younger years, knowing I had Asperger’s made me feel alone and different to everybody else. However, it is important to clarify that Autism is a ‘spectrum’ and that no two autistic people are the same. Therefore, we should approach Autism subjectively, not objectively. Through gaining a deeper understanding of what Autism is from the perspectives of those who have been diagnosed with the condition, I aim to holistically interpret and authentically experience how this condition affects autistic people. During this project, I aspire to develop and deliver insightful communication tools/artefacts/experiences/services that will help raise effective social awareness and empathy towards the Autistic community.
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SYNOPSIS ISSUE Autism is a generic term used to describe a group of complex neuro-developmental conditions known as ‘Autism Spectrum Disorder’. However, all forms of ASD are unique as an individual’s features, abilities and severity of symptoms vary considerably among those diagnosed with Autism. Therefore, Autism covers a broad spectrum which can cause confusion and misinterpretation towards those living with the condition. OBJECTIVE Autism is a very misunderstood condition that is often viewed negatively due to social stereotypes; My objectives with this project would be to achieve a clear understanding for what Autistic Spectrum Disorder is and how can it be approached effectively to communicate awareness of this condition in order to promote social empathy and respect for those who identify on the Autistic Spectrum. VALUE By helping raise awareness of Autistic Spectrum Disorder within the wider context of modern society, I aspire to empower those on the spectrum to feel more accepted and appreciated. This opportunity could lead to more openness and mutual discussion about Autism, which in turn can help bridge the social gaps and gain new perspectives about how we view and relate to those on the Autistic Spectrum.
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KEY QUESTION “What is ‘Autistic Spectrum Disorder’ and how should this condition be approached in order to effectively communicate social awareness and empathetic insight towards those who identify on the Autistic Spectrum?” 4
Initial Research Responding to the brief, I began to collect secondary research to gain knowledge and understanding of Autism further
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DESK RESEARCH To begin this project, I endeavoured to gain more understanding and knowledge about Autism through desk research. Although I have been diagnosed with Asperger’s Syndrome, a high functioning form of Autism, I have never fully understood, what Autism is... During desk research, I attempted to read through the bibliography I composed alongside my brief. This featured a wealth of academic resource material ranging from diagnostic criteria to theories and social models of disability. Although this resource material lead to some insightful discoveries and learning about Autism, I found engaging with this level of research too complex for my apprehension of this subject. Hence, many of my coursemates used their dissertation submissions as their research base; however, I was approaching this vast area of research for the first time and found myself drowning initially in the copious amounts of complex literature I was to study and assimilate. Therefore, I decided to take a more direct approach to my research and instead approached the National Autistic Society as they are a well established information source around Autism. From getting in touch with this organisation, I explained my project and asked for some guidance researching this extensive area, from which I was given more streamlined and comprehendable information to meet the needs of my research question. From this, I discovered key information about Autism to respond to my research question.
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WHAT IS ‘AUTISM’? The National Autistic Society provided me with a range of pamphlets and flyers that contained the majority of the desk research information I needed to understand ‘Autism’.
“
Autism is a lifelong, developmental disorder of variable severity that is characterised by difficulty in social interaction and communication and by restricted or repetitive patterns of thought and behaviour...
”
This helped me understand that Autism is a spectrum condition and that all autistic people share certain difficulties, as illustrated with the ‘triad of impairments’ which is used to describe the three main areas of difficulty experienced by all those diagnosed to be on the autistic spectrum. However, being autistic affects everyone in different ways. Hence, there are no two autistic people alike - everyone on the spectrum is unique. This complicates the condition as it makes autism more difficult to define across a broad spectrum of individuals. Furthermore, from analysing the diagnostic criteria for Autism, it is evident that this is assessed on behavioural traits but this does not reflect the real experiences of Autistic individuals. This also highlights the limitations of desk research towards a subjective topic. Although this material helped me gain an understanding towards this condition, I wanted to gain a more holistic outlook at how this condition affects people through sourcing statistics.
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http://www.autism.org.uk/about/what-is.aspx
Impaired Social Interaction
Impaired Communication
AUTISM
Restrictive Interests
TRIAD OF IMPAIRMENTS
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http://www.autism.org.uk/about/what-is/asd.aspx
FACTS & STATISTICS
99.5%
Autism is not an illness or disease yet cannot be ‘cured’ The cause of Autism is unknown but genetic and other factors influence early brain development
of people in the UK have heard of Autism
Autism is a lifelong developmental disability that affects how people perceive the world and interact with others. Autistic people see, hear and feel the world differently to other people
16%
But only of autistic people and their families think the public understand autism in a meaningful way Autism is a hidden disability – you can’t always tell if someone is autistic.
79%
More than
1 in 100
people in the UK is on the autistic spectrum
of autistic people
Autism doesn’t just affect children. Autistic children grow up to be autistic adults.
Roughly,
700,000 people in the UK are autistic
Together with their families they make up around 2.8 million people whose lives are touched by autism every single day
and
70% of their families
feel
socially isolated
50% of autistic people and families sometimes don’t go out because they’re worried how people will react to their autism
RESEARCH THEMES Through analysing facts and statistics around Autism, I gained holistic insight into what the key issues and struggles are for those are affected with Autism. This exploration highlighted certain themes that arose from my desk research as resonating problems within the autistic community. Notability, this research uncovered the issues of social isolation caused by Autism. The fact that Autism is a hidden disability only encourages isolation and ignorance of the condition. If autistic people struggle to communicate and express themselves, then they cannot access the support they need. Moreover, Autism has been proven to be a very confusing and complex condition. Due to every autistic person being unique and that no two autistic people are alike, it is difficult for others to understand what autism objectively is when diagnostic criteria and symptoms are subjective to the individual. The general lack of understanding towards Autism makes supporting and helping those diagnosed problematic as effective solutions cannot be reached without appropriate comprehension of the condition. However, the identification of these themes highlight the limitations of desk research as context is needed to fully extrapolate these research insights.
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CONFUSING & COMPLEX
LACK OF SUPPORT
SOCIAL ISOLATION
“I feel so different, I’m so alone...” 1
AUTO-ETHNOGRAPHY Before conducting field investigation, I used auto-ethnography to extrapolate each research insight defined against my own experience of being Autistic. Growing up, I kept my diagnosis a secret - this made me more socially isolated as I distanced myself from others, fearing that they would realise that I was not ‘normal’. Being diagnosed as a young child meant that I found it difficult to understand what Autism was, my lack of understanding around the subject contributed towards my secrecy around the subject. When I tried to engage with Autism, I struggled to relate myself in what I was reading - which further mystified and distorted my perception of the condition. Hiding my Asperger’s meant that I never received any support throughout my childhood - without any help my condition depreciated as I continued to conceal my true self from the world. However, this all changed when I met another person with autism, I was expecting to meet someone that was different and strange as this was my perception of autism at the time. Therefore, meeting an Autistic person defied what I had read and believed about autism - this person seemed ‘normal’, articulate and sociable - the opposite of what I was reading. Since meeting others with autism, my confidence has grown and my perception of autism had shifted as I began to accept and embrace my condition. Hence, reflecting my own experience approaching Autism, I concluded it was best practise to meet Autistic people directly as this would provide the most authentic insight into what Autism actually is.
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Diagnosed with ‘Asperger’s Syndrome’ aged 8 years old
“Growing up, I tried to hide my Autism as much as possible because I didn’t want to be different.”
Participated in an Autism workshop for a PD4 Student
Met my first person with Autism before starting GSA
My Autism Project concluding studies at GSA
Field Investigation Discovery and insight into what the experience of Autism is for people who live with the condition on a daily basis
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AUTISM MEETUP Since reflecting on my own experience relating to Autism, I reached out to find other Autistic people to help clarify: What is Autism? From joining a local Autism Meetup group, I aimed to discover others journeys and experiences being on the spectrum to gain new perspectives and insights into Autism. The meet-up group comprised of over 100 members online but only around 5-10 made it to the regular meet-ups every fortnight. These meet-ups are to help autistic people meet others who are on the spectrum as it is very difficult otherwise to meet other autistic individuals. The group operates through a website called Meetup to broadcast events to the group members as a communication service. Gaining access to this took a considerable amount of time and connections; for a society that is meant to help autistic people meet likeminded others, the closed nature of this group can hinder access to socialising and interaction for some. Albeit, once I was in the group, the people were very open and friendly, especially to newcomers. This was a safe space for them to be themselves and truly open up among people who have had similar life experiences as they could empathise being Autistic themselves. Building a rapport with the members of the group, undertaking months of research attending meet-ups and conducting hours of casual discussion, I learned that everyone had different perceptions of what they consider to be Autism. This showed how individual people with Autism are categorised together by a narrow diagnostic definition and social perceptions.
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INTERVIEWS Although the meet-ups were a great opportunity to get to know some autistic people, I wanted to gain more insight into others experiences with Autism and take my research further by organising interviews with some of the groups most frequent members. From affiliating myself amongst the meetup group for several months, I had build up a good rapport with many members of the group - this was important as I would need to gain their trust in order for them to speak openly and honestly about their condition. I concluded that conducting interviews would be the best approach to research as many members also had learning difficulties which could make filling out questionnaires and surveys difficult, but interviewing individuals on a one-to-one basis would provide a great opportunity to understand how Autism really affects people diagnosed. With my intentions known amongst the group, I arranged the interviews with each participant in advance to make sure everyone was at ease with the information I was asking to disclose. Notably, the sample selected had been diagnosed at different stages in their lives, I hoped this approach would yield a holistic overview of Autism. During the interviews, each case presented an insightful look into their lives and how Autism affected them. However, it was evident that everyone struggled to define Autism; whither they had been recently diagnosed or been diagnosed for years. This made me wonder if this question would be better explored as a collective to fully establish, ‘What is Autism?’
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WORKSHOP From further liaising with members of the meetup group, I planned a workshop to establish more formally ‘What is Autism?’. The aim of this workshop was to contextualise, in a more formal setting, the traits of autism amongst us and define as a group of people on the spectrum, what it means to be Autistic. My research objectives for the event were:
WHAT (ACTUALLY) IS AUTISM? During this workshop, I aim to explore what Autistic Spectrum Disorder really means! This term has developed many negative connotations by the wider public and an ignorance by society. By confronting stereotypes, I hope to empower each participant to help make a change and raise awareness.
“DIFFERENT”, NOT DISABLED! Break barriers facing the Autistic community in modern society. Challenging perspectives on, “what is normal?” and how others might perceive ASD, I aim to explore how we can use ASD to our advantage in life. Establishing that is in not, ‘us’ against ‘them’… we are all unique and ‘different’!
I CAN… NOT ‘I CAN’T’ This workshop will give insight and opportunity to explore the strengths and abilities of those with ASD. Through positivity and perseverance, I aim for each participant to complete the course with a new outlook on themselves and the world around them. This will help them going forward to achieve their goals and succeed.
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ACTIVITY 1: OPEN DISCUSSION Having invited members of the Meetup Group along to the workshop following each interview, I was fortunate that everyone invited came along to the event at Robertson House. This sample demographic was very broad and I hoped this would allow for a holistic overview of Autism, regardless of age, gender or background. Following my workshop schedule, we started with some introduction slides explaining the project structure and my personal motivation for exploring Autism, this was very important to get across to the group to ensure we all followed a common goal together, so that they could trust me as the workshop facilitator. We then dived into our first activity: Open Discussion. This had always been a popular means of communication and engagement at the meet-ups events before it, so I wanted to begin with a task that was familiar to everyone but would facilitate the discussion to establish; ‘What is Autism?’ through the perspectives of those who have been diagnosed and live with the syndrome on a daily basis. This was received well with many participants voicing their views and covering a range of life experiences. As a group there was a lot of agreement around individuals views and opinions during this task. However, this task overran as participants raised multiple facets of daily life that was affected by their Autism. This showed how complex this question can be, even for those who live with Autism - therefore how can people who are not autistic understand if Autistic individuals struggle to concisely convey Autism themselves?
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ACTIVITY 2: USER JOURNEYS Moving onto the next activity: User Journeys. Presented with scenarios and stories from the Open Discussion, the group were asked to identify and diagnose how Autism can affect us in an everyday situation. This task was about objectifying Autism through capturing an ‘autistic moment’ to dissect and analyse as a collective. In preparation of this task, I created some journey templates and provided sticky notes so that participants could interact with this exercise and alter their moments during group reviewing. This task was a departure from the casual discussion that the group have been used to at the usual Meetup events. So during the activity, the group were initially hesitant to approach something outside of their comfort zone but through showing exemplar journeys and explaining the meaning behind this activity, the group got more confident and engaged with this task as they progressed. Although the participants were engaged with the task, the group struggled to collectively agree on certain points as everyone had a different view of Autism; at times members would have debates about whither aspects of proposed moments were autistic or not, hence this task might have been more effectively conducted on a one to one basis. However, this activity was effective in getting everyone to view Autism from a different perspective and evaluate what makes our actions and life moments ‘autistic’. Notably there was more of an objectivity when the group collectively were asked to curate an ‘autistic moment’ instead of individuals citing personal experiences.
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ACTIVITY 3: ‘SHOW, NOT TELL’ Up until now, the majority of the workshop engagement was group discussion. So I wanted to be ambitious and task the participants to explore a new method of communicating their Autism through the ‘Show, not Tell’ activity. By encouraging participants to use other mediums such as role-play or gestures to ‘show’ Autism, I wanted to see if other forms of communication could be more effective for demonstrating and understanding Autism between autistic and neurotypical communities. As all engagement at the meet-ups up until now had been casual discussion, I allowed this task to be very open to interpretation to inspire participants to express themselves through a variety of props and materials provided. During this activity however, the participants struggled to ‘show’ any Autistic traits, even after spending the majority of the workshop explaining verbally how Autism affects them, a group of Autistic people struggled to ‘show’ Autism. This response was very insightful for research progression as it highlighted a potential need for the autistic community to communicate their autistic traits and symptoms more effectively. Concluding the workshop, as a group we reflected on the progress made during the workshop and expanded upon many of the insights discussed during the activities that could be further explored during my project. This approach gives participants design autonomy.
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Insight Analysis Define key insights from research conducted through the user engagement workshop and meetup group
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SYNTHESIS Consolidating the research carried out during the ‘What is Autism?’ workshop enabled me to define key insights to identify a design direction. Through breaking down the documentation created throughout my user engagement workshop, I selected key insights from participants at the workshop as design drivers and motivators going forward. Notably, the overall tone of the user engagement workshop was enthusiastic and encouraging towards Autistic people. This contrasted to earlier desk research which focused on the medical diagnostic criteria and the disablement of the condition. This shows the need for Autistic people to get involved and understand for themselves what Autism is; as taking a user centred approach is more insightful and helpful than desk research around Autism alone. Therefore, there was a notable difference between my primary and secondary research. By conducting this workshop about Autism I learned more about what is needed for the Autistic community and how we should approach Autism. Hence, my research insights were quotes from workshop participants as these reflect a more authentic insight to Autism in comparsion to medical professionals and researchers whose perspectives are more narrow and linear towards the subject.
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o w t o “N c i t s i t u A e l p o e p ” e k i l a are
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“If people on the Spectrum are confused about Autism, how can others understand?”
“Autism is a diffabi lity, not a disabi lity”
ly n o f I “ rs e h t t u o o b a w e n k ,I m s i Aut dn’t feel woul cially so so ted” isola
“Autistic traits are very human and common among the general population”
“There isn’t any one factor in Autism but a collection of different tr aits that affect different p eople in different ways”
“Auti sm resis ts defin ition ” 32
DESIGN DRIVER Following the workshop, I was given feedback from a representative of the Robertson Trust, DonnaMarie who was present to ensure that the workshop funding was spent appropriately. Throughout the event, DonnaMarie kept very quiet and didn’t contribute much throughout activities. However, while packaging away the workshop resources for documentation at the end of the workshop, Donna-Marie mentioned how much she related to the discussions during the workshop - even though she wasn’t Autistic! This could have been because the issues raised during the workshop were relatable for both Autistic and neurotypical individuals alike. In turn, attending the workshop gave her a new perspective and outlook of Autism. She stated that she wanted to participate but being nonautistic, she didn’t feel obliged to intervene. This being said, her input would have been most valuable during discussions to help gain perspective and objectivity on matters. If the rest of the group knew her views, this might have changed the dynamics of the discussions. This inspired me to think about the wider demographic for my project by focusing my design towards neurotypical people as well as the Autistic community. This direction could unveil some innovative design opportunities for both stakeholders by bridging the gap between the autistic community and the neurotypical population.
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ant:
p rtici a P c tisti
d e t a l e r I “ to h c u m t o a s h t g n i � ! th y d i r e ev was sa -Au Non
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Design Direction Specify the design drivers and direction for envisioning an ‘Alternative Now’ for the Autistic community
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Spot the Spectrum...
Are we all on the Autistic Spectrum? ICD10: ‘Classic’ Autism Spectrum since 1979
Asperger’s
HFA
‘Kanner’ Autism
PDD-NOS
DCM5: ‘Autistic Spectrum Disorder’ since 2013
0% Autistic
100% Autistic
“Everyone’s a bit autistic, that’s why it’s called a spectrum.”
THE AUTISTIC SPECTRUM Taking my key insight forward, I identified the ‘Autistic Spectrum’ as my design direction to move forward with the project. A key design driver for exploring this direction was the lack of an ‘official’ spectrum, with visual research revealing thousands of confusing and often contradicting variations of this concept. However, there are currently only two diagnostic models of the Autistic Spectrum used to identify Autism. The ICD10 classification is referred to as the ‘Classic’ Autistic Spectrum and has been used for psychiatric assessment of Autism since 1979. Albeit, this shows how outdated this system is for modern day practise given how much has changed within this field during this period. In the 1970s, it was estimated that 1 in every 5000 people were Autistic but latest figures show that as much as 1 in every 68 people are on the spectrum. Hence, this reflects a dramatic increase in diagnosis rates and the variability of those diagnosed Autistic; therefore, this model is insufficient for modern diagnostic practise. However, in America, a new classification, ‘DCM5’ has been in practise since 2013 but has not been phased into diagnosis criteria yet in the United Kingdom - due to how unestablished the model currently is. This model is scheduled for implementation around 2020. In comparison to the ICD10 classification, diagnosis classifiers such as ‘Asperger’s’ and ‘High Functioning Autism’ have been amalgamated into a single ‘spectrum’ to represent the variability of modern day Autism. Although, this idea is controversial as individuals who are very high functioning and low functioning would be diagnosed both with the same ‘Autistic Spectrum Disorder.’ Moreover, this new Autistic Spectrum doesn’t have a visual representation unlike the previous ICD10 model before it, which helped demonstrate the severity of each disorder collectively.
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FUTURE FORECASTS The new DSM5 classification has been established due to the prevalence of rising rates of Autism diagnosis during the 21st Century. The illustration opposite shows the dramatic increase in diagnosis incidence since Autism has been considered a spectrum. This shows the prevalence of Autism has become increasingly common in modern culture. Whether this is due to better diagnostic material or clearer symptoms is unknown but what can be drawn is that Autism is the fastest growing developmental disorder in the world today – increasing at an annual rate of 10-15 percent. Popular scientists and philosophers within the field of Autism have forecasted that Autism rates will continue to rise exponentially. In particular, a prolific study by senior MIT researcher Stephanie Seneff stating that at this rate, up to 1 in 2 people will be autistic by the year 2025. This statistic has ignited fear amongst mental health communities who cite this development as a ‘pandemic’ or even an ‘Autism Apocalypse’. However, Professor Simon Baron Cohen of Oxford University has recently counteracted by stating that this figure is due to the fact that, “Theory and research suggests that everyone has some degree of autistic traits.” Therefore, instead of viewing the increase of Autism as a crisis, Baron Cohen presents a normalisation of this condition. This shows that the rise in Autism incidence is simply a matter of perception and how society interprets Autism. This presents an opportunity to express the variability of Autism through a new Autistic Spectrum
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Up to 1 in 2
“Autism is the fastest growing developmental disorder in the world today� - Centres for Disease Control & Prevention
1 in 68
https://www.cdc.gov/ncbddd/autism/data.html
1 in 110
1 in 250
1 in 500
1 in 5000 1975
1 in 2500
1985
1995
2001
2009
2016 2025
‘Alternative Now’ Speculate the advantages of the project proposal in juxtaposition to current context to reveal its value and societal impact
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SPECULATIVE VALUE From analysing the future forecasts for autism prevalence which predicts that up to 1 in 2 people could be autistic by the year 2025, it could be speculated that from the exponential increase in diagnostic rates that sooner or later, everybody could be autistic to a degree. Therefore, through the design of a new Autistic Spectrum that features everyone, instead of just the ICD10 classifications, Autistic people could feel less alone and isolated knowing that others have a certain degree of autistic traits too. In an ‘Alternative Now’ this new Autistic Spectrum could enable new approaches to empathising with Autism for both neurotypical and autistic individuals. This ‘inclusive’ spectrum could help bridge the divide between neurotypicals and those who are diagnosed on the spectrum by helping autistic people feel more valued and understood by others on an interpersonal and societal level. The potential interaction that a more ‘inclusive’ Spectrum could create in an ‘Alternative Now’ would allow new ways to engage and empathise with Autism. By developing this opportunity further, resonating outcomes could follow to stimulate new engagement approaches and possible empathetic connections between neurotypical and autistic communities. Therefore, a new Autistic Spectrum model could just be the beginning of a paradigm shift in how we perceive and relate to Autism today.
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Around 1 in 100 are diagnosed Autistic, “79% of Autistic people feel alone and isolated�
BEFORE
“Theory and research suggests that everyone has some degree of autistic traits.�
AFTER
Design Opportunities Identifying 3 resonating concepts based on the speculation of the ‘Alternative Now’ with justification of inspirational exemplars and sample projects
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INCLUSIVE SPECTRUM For the first stage in my development I endeavoured to analyse inspirational existing design work around Autism, by critiquing and evaluating these approaches, I will outline how these examples have informed my design opportunities. My research into the visualisation of the Autistic Spectrum showed how variable this model can be. From a simple image search, thousands of variants appeared, each with differing views and slants on this elusive framework. However, a popular blog from ‘ASD Dad’ in 2012 showed a different approach. He is the father of an autistic son. His son struggled to understand what Autism was. So as a graphic designer by trade, he sought to simplify this model so that his son could understand his condition. However, from posting a blog about his new design, this quickly gained traction online by larger communities as this model was easy to understand and relate to. Notably, he gave Autism perspective as he compared the triad of impairments against the neurotypical. From doing so, he showed the severity of his son’s condition. I believe this approach would be beneficial to develop further as by including the neurotypical on the Autistic Spectrum model opens up the intended demographic for this content. However, this model currently is still quite scientific and if the spectrum could be more holistic so that people could identify by themselves how Autistic they are, there lies the possibility for positive social engagement and understanding around this topic.
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http://asddad.com/2012/03/14/visualizing-the-autism-spectrum/
Inspirational Exemplar
Visualizing the Autism Spectrum ASD Dad, 2012
Inspirational Exemplar
Empathy Bridge Heeju Kim, RCA Design Products, 2016
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https://www.rca.ac.uk/research-innovation/helen-hamlyn-centre/helen_hamlyn_student_programme/helen_hamlyn_design_awards/2016/empathy-bridge-autism/
ENGAGEMENT APPROACHES Inspired by an award winning project from RCA’s Design Products course - Empathy Bridge for Autism is a project designed by Heeju Kim. Her inspiration for this project occurred when her brother was diagnosed with autism from an early age. From growing up with her brother, she noticed that her brother, like many people on the spectrum, seemed ‘normal’ but had sensory impairments which made him sense and react to the world differently. Therefore, as a way to further general understanding of the autistic community and make communication with autistic people less complicated, Kim designed a product that would prioritise empathy. Empathy Bridge for Autism is a message that people with autism are like everyone else, although they see, hear and speak in quite unique ways. Through sensory stimulation tools, users can experience how her brother senses the world using virtual reality and sensory augmentation tools. The idea of this project is to empathise with a more neurodiverse audience and create more inclusive spaces around Autism awareness. Although this project is successful in enlightening new audiences with how her brother might experience the world being autistic; my research showed that this project has been viewed negatively by autistic people themselves as many on the spectrum do not identify with the portrayal of autism, narrowly emulated through this sensory augmenting experience. As an engagement tool, I feel I should be exploring a solution that both stakeholders, the Autistic and neurotypical communities, can agree and engage with. Hence, I feel that my development of engagement approaches should be less direct and instead explore the relationships between neurotypical and autistic individuals in a more open way.
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EMPATHETIC MEDIA As my proposed ‘Inclusive Spectrum’ focuses on Autistic relationship on a personal level and ‘Engagement Approaches’ enables group and peer participation, my final opportunity explores the societal impact that could resonate from my alternative now. From analysing the National Autistic Society’s, “Too Much Information’ campaign, I was inspired by a short viral video that was launched during World Autism Awareness Week in 2016. Like the Empathy Bridge project, the video focuses on an individuals perspective of Autism. The video explores life through the eyes of an autistic boy who walks through a shopping centre with his mother but is overcome with sensory overload. This powerful and insightful look into this child’s Autism has reached over 50 million users worldwide through the influence of social media and sharing. Although this video has reached such a large audience, there has been much controversy around the message of this video. Initially this video received thousands of responses with mostly negative comments from the autistic community regarding how misleading this video is as a representation of ‘autism’. Moreover, the video slogan, “I’m not naughty, I’m autistic” portrays autism negatively, with further sequels of this viral campaign also emphasising the negative implications of autism, resulting in further stigmatisation of the condition. Therefore, I aspire to create a positive campaign for Autism that emphasises empathy towards those on the spectrum. However, I would like to facilitate this learning in such a way that does not detriment the Autistic community yet gives an insightful portrayal of Autism.
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https://www.youtube.com/watch?v=Lr4_dOorquQ
Inspirational Exemplar
“It’s not exactly like that for me. And I hope that everyone that watches this video knows that it may be like that for some people. But not all”
“Can you make it to the end?” National Autistic Society, 2016
“This is scary”
“Misleading, this doesn’t represent all autistic children”
“Many of my clients face similar problems when trying to manage a hectic world”
“I can relate to this a little bit I don’t think it’s as bad as the kid in the video”
Development Designing and testing prototypes of the design opportunities identified
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Design Probe: How would you redesign the Autistic Spectrum?
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^ Pictorial response from Autism Meetup Group
INCLUSIVE SPECTRUM The first design opportunity I chose to develop was the ‘inclusive’ spectrum model. By looking at the existing models for the Autistic Spectrum, I concluded that Autism should not be represented through a conventional linear structure but focus on something more holistic instead. For this I chose to explore a circular structure to encompass the Autistic Spectrum. Like the inspirational example identified earlier, I decided to include the neurotypical classification within the framework to make this model inclusive and giving perspective to the severity of a person’s diagnosis. By mapping the neurotypical at the centre of the model as the basepoint, the perimeter of the structure marked a severe diagnosis of one of the three classifications of Autism. Developing this idea further, the colour wheel was selected as a symbolic metaphor for the autism spectrum. Through colour coding the three classifications with the primary colours, this model could be used during the transition between the ICD10 and DCM5 framework. This system could also be used to indicate the severity of a individual’s autism using the colour gradient as a scale. As millions of colours are possible, this model could highlight that every autistic individual is unique through the designation of a colour instead of a named attribute.
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SPECTRUM FRAMEWORK Instead of the typical Autism diagnostic criteria, the triad of impairments, I chose to develop a more holistic framework for identifying autism. From mapping the triad of impairments alongside other qualifying attributes of autism, I curated a new system that allowed elements of Autism to flow into one another creating a holistic framework. By adding more diagnostic criteria to the Autistic Spectrum, I wanted to make the Autism criteria more inclusive of everyone as well as to symbolise the multiple facets of the condition. Following the designation of 12 diagnostic criteria for Autism, I created an integer system to measure each trait against the neurotypical to decipher how severe an individual’s autism is. By creating a polar grid, I managed to plot out a unique shape. With this, all the different traits of autism combine together to create diversity within the spectrum - symbolising that all Autistic people are unique! Another feature of this framework was using more positive language used for attributes. Instead of focusing on the negative implications of a certain trait through use of language like ‘impairment’, I sought to use more open language as not all attributes intend a negative response. For example; Specialisms and Interests could be interpreted negatively or positively; it could be someone who struggles to accept new ideas or someone who is an expert in a particular field. From approaching the spectrum in a positive way, I hoped that this would resonate towards the potential users of this spectrum framework aswell.
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3D SPECTRUM Exploring with form more, I choose to extrude the 2D spectrum to make a 3D model. This allowed me to explore the traits of Autism in a new dimension. Imagining the spectrum in 3D was an interesting concept and I thought that this would allow users diagnosed on the spectrum to objectify their autism and gain new perspectives. I began by taking my spectrum framework and transferring it to a transparent trait slide, I then created more slides that featured an individual trait each and spaced them to show how each trait makes up the autistic spectrum. From making a transparent frame for the slides out of clear perspex aswell, I attempted to give my structure a sense of clarity and simplicity as if the slides were floating. Visually the effect of this 3d model was striking and alluring as many viewers were intrigued regarding what this structure was to represent. Aesthetics aside, I wanted to make this 3D model function by curating the diagnostic information of an individuals autism. By laser cutting each slide with a series of holes, I managed to integrate a strand of coloured elastic in between the trait slides to indicate how severe a persons symptoms are. This model allows a viewer to take a journey through a persons autism by breaking up the diagnostic traits into manageable and relatable slides of information that explore how Autistic an individual is.
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AUTISTIC ‘DNA’ This model also featured dual functionality, where it could explain a persons diagnosis by following the journey from the spectrometer back or as a diagnostic tool for undiagnosed individuals who would like to see how their traits combine towards a classification on the inclusive spectrum. With this, the ‘spectrometer’ slide identifies over 100 unique colour variations for a user to be diagnosed with instead named attributes. Having something physical and tangible to explore Autism was a fun and engaging tool. However, the importance of using a colour as an diagnostic identity helps users relate to their autism in a positive way. Hence, the more colourful a person’s diagnostic colour; symbolises that they are more unique in comparison to the perceived ‘normal’. By colour coding an individuals assigned colour with the elastic strand, the model also featured the ability to code a persons Autistic ‘DNA’. From observing the side elevations of the 3d spectrum, the coloured strand is symbolic of a persons unique identity. Hence, I decided to integrate this notion within my projects pedagogy; that Autism is part of who you are, it is in your DNA. This was an interesting experiment and a unique way of portraying Autism that helps alleviate the social stigma of being different. Through iteration, the design of the 3D spectrum model began to focus more on the portrayal of Autistic DNA with my final prototype emulating a strand of DNA helix using the trait descriptors in a spiral formation to create a visual spectacle. This model has helped many people view and relate to autism from an inclusive perspective.
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CODING CUBES Following on from the 3D Spectrum, for engagement approaches, I wanted to explore methods and strategies for people to express and communicate autism collectively. Moreover, it is important that we discuss and engage with Autism if we are ever to truly understand and relate towards the autistic community. Considering the success of the 3D Spectrum model, I decided to develop 3D artefacts for users to curate and share their autism with others. Building on the framework that I had developed as part of the Inclusive Spectrum, I used the defined trait characteristics as a starting point for curating a personal artefact. Given how subjective these traits are, I wanted to explore something modular that reflects how dynamic Autism can be. Everybody has good and bad days but more so for people who are autistic. Therefore, this artefact could be used as a communication tool for others to be aware of an Autistic persons symptom status. Having considered multiple forms, I choose to explore cubic forms to enable individuals to code their autism as the possibilities are endless. This approach allows those on the spectrum to be creative and express their Autism through colour, pattern and form. Having procured small coloured cubes, I experimented and explored how I could express myself using the material provided by colour coding the cube colours with the trait indicators identified on the spectrum framework.
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USER TESTING After creating a prototype framework for participants to code their Autism, I underwent user testing to find out how autistic people interacted with the coding cubes. I thought to use the next Autism Meetup as an opportunity for co-design. Given the basic framework of the colour code and an array of coloured cubes, I analysed how the group reacted and responded to the stimulus. Initially the group were quite hesitant to interact with the artefacts but from being shown a rough example, the group all got involved and engaged with the task. While working closely with some members, we began to explore other ways to curate themselves using the coloured cubes and created a system together. Although the curation of these coding cubes was engaging, what emerged as most valuable was the discussions and insightful exchanges that arose from coding ourselves as it allowed us to express ourselves amongst our peers and from doing so learn more about each other. Back in the studio, I decided to prototype the coding cubes amongst some of my course mates to see how neurotypical people would react to this stimuli. Surprisingly, both of the samples approached the task similarly, resulting in almost identical outcomes. Furthermore, from this experiment I learned about aspects of my coursemates that I had not known before; by using the coding cubes, my coursemates could open up to me and express how they really feel about life and explain their experiences that made them feel ‘different’ too. This experience showed me the true value of this approach to engagement.
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REFINEMENT Following the successful rounds of user testing, I decided to develop the coding cubes concept further as a designed outcome. To further improve on the design of this engagement approach, I analysed pain points during the user testing phase to see where changes to the framework could be made. Notably, participants where overcome with the volume of cubes available. Therefore, when attempting to code themselves used quantity of a trait coloured cube to symbolise how severe their symptoms are. However, this approach got out of hand during some case studies and over-usage of one colour lead the participant to neglect the other traits available. Hence, I decided to constrain the amount of coding cubes available to one user to just 12 blocks each to reflect the 12 traits identified on the Spectrum framework. Thus, helping the participant to holistically consider all 12 traits of autism while coding themselves. To compliment the reduce material consumption, I designed a custom fit carrying box for the coding cubes. I decided to include 60 coding cubes which would allow up to 5 people to code themselves at any one time from the materials provided in the box. By limiting the amount of coding cubes available, I decided to utilise colour as a severity differentiator instead of quantity used before. Therefore, I adapted the Coding Cubes to display 5 shades of each colour which together displayed a very aesthetically pleasing spectrum of colour. This approach enticed users to carefully curate each coding cube by evaluating how severe their autism affects each trait identifier. Therefore, varied intensities of colour allows users to more accurately and effectively code their Autistic traits.
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Another issue arose when participants would create complex structures with the coding cubes on offer. Typical shapes like cuboids and pyramids caused difficulty when participants tried to explain each coding cube as some of the blocks where hidden in their creation for structural support. Although this approach was symbolic for some cases who didn’t want to discuss some of the coding cube traits and disguised them within their creations accordingly. From experiencing the value of discussing difficult subjects through the coding cubes, I decided it would be best if users were to create shapes on a single level so that all cube formation and placement is visible. This allows viewers to clearly and accurately see a persons complete autism code. Developing this concept further, I adapted the cubes to be magnetic to improve the interaction when users are coding themselves. From implementing magnets into the coding cubes, the outcome feels more substantial and authentic. Although the Coding Kit was well received, I wanted to expand the potential engagement value by considering digitising this system. As the Spectrum Codes are 2D when viewed from above, there lies the possibility of augmented reality integration, where a smart device could scan the Spectrum Code and share it towards a larger online audience for greater variety and accessibility for engagement. This option is equally valuable but through the ubiquity of large touchscreen devices renders the physi-digital approach useless if the Spectrum Codes can be replicated through an interactive UI instead.
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EMPATHETIC POSTERS Responding to the negative image of autism within modern mass media. I aspired to create a positive media campaign that emphasises empathy and understanding towards those on the spectrum. Initially, I found it difficult to select a form of media for this outcome. There is so much media out there but I made my decision based on my abilities and potential reach for this project. From my research, I was so engrossed in social media and video content; however I wanted to develop something else to base my campaign on initially as these platforms have aroused controversy throughout my research insights. Considering this, I thought that static visual media would be an ideal stimulus as this would allow me to gain feedback more easily from my target audience - the general public. Where I thought that other forms of autistic media failed was in the message it carried. Subliminally, these campaigns detriment the autistic community by highlighting the negative implications of the condition to broadcast to the masses. For my campaign I would like to take a different approach; firstly I took some of autistic traits to create very simple posters with, I didn’t want to overload the viewer with information regarding the condition but instead sow a small seed of knowledge that could slightly shift their perception of autism. Furthermore, each poster explores a very human trait of autism. To enable an empathetic connection between neurotypicals and the autistic community, I purposely omitted the word ‘Autism’ from the headings, which by effect hooks the observer and then details the link between the headline trait and autism to provide insightful knowledge and reasoning.
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EXHIBITION From liaising with the National Autistic Society throughout this project, many affiliates of the association were aware of my project and intentions. Hence, from meeting with Jo Hamilton, the NAS Campaigns manager for Scotland, was impressed with my poster collection and asked for my work to feature in a photography exhibition as part of their ‘Too Much Information’ campaign. This was a very exciting opportunity and would a great platform to share the knowledge that I concentrated in my empathetic posters. The photography exhibition was part of an NAS initiative to help young autistic people across Scotland to communicate Autism through new approaches. This initiative sounded very like my intentions for this project; hence indicted my project was heading in the right direction. The exhibition at the Macrobert Theatre in Stirling was well attended during the opening night. My posters gained a lot of attention from the public and was praised on how well the content curated. The simplicity of my poster collection complimented the autistic photographers work as each showed a snapshot of what they consider to be autistic. At the event, I interviewed many of the autistic individuals who featured work in the exhibition, it was very encouraging to hear about their experiences and how exploring other forms of communication helped them express themselves. In hindsight, this reminded me of my aspirations of the ‘Show, not Tell’ activity from my “What is Autism” workshop. Although the event was very popular, the audience were more drawn to the premiere of the next TMI viral video at the exhibition. Therefore, even through my poster collection was well received, it will never have the reach or impact that a viral video campaign would.
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Engagement Event
‘Too Much Information’ Exhibition National Autistic Society Scotland, 2017
Inspirational Exemplar
How Autistic Are You? Channel 4 and National Autistic Society, 2017
APP-IFICATION Considering all the insights made throughout the development phase, I decided to synthesis my three design opportunities into one ‘product’ proposition. Approaching synthesis was initially difficult as each outcome utilises a different source of media. However, there was a notable trend towards the digital within the Engagement Approaches and Empathetic Media development phases. Initially I was sceptical to go digital for this project as there has been so much value added through physical prototyping and engagement, especially during the Inclusive Spectrum development phase, but I had to consider the potential reach of my final product and the accessibility of my target market. However, my scepticism faded away once I was shown an upcoming project between the National Autistic Society and Channel 4. “How Autistic Are You?” is a pilot TV show that will air in the Autumn 2017 that approaches Autism from a similar perspective as my project. Pioneered by leading Autism expert Professor Simon Baron Cohen who I referenced earlier in my research, this project launched a web app in May 2017 to conduct Autism research on the general population with the view that everyone is on the autistic spectrum. The app took the user through a series of questions to reveal how autistic you are. Although this test wasn’t a true diagnosis of autism, it would be effective for promoting and testing my Inclusive Spectrum. This discovery symbolised that an app could be the ideal way to amalgamate my design opportunities going into the deliver phase of my project.
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Concept Proposition An overview of the main features and abilities of my concept proposition
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NEUROTYPICAL POPULATION
AUTISTIC COMMUNITY
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OVERVIEW WHO? SPECTRUM is an insight tool designed for both neurotypical and autistic people to understand, engage and empathise with ‘autism’ together. Research suggests that everyone has some degree of autistic traits, the SPECTRUM reveals how autistic you are.
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WHAT?
WHEN?
SPECTRUM comprises of an app that allows users to discover how Autistic they are, explore how they can engage with Autism and connect with others on the spectrum. The app helps bridge the gap between neurotypical and Autistic individuals.
The SPECTRUM app would be launched for World Autism Awareness Week 2018 as part of a new campaign initiative with the National Autistic Society to help people to gain a deeper understanding how to approach Autism
WHERE? World Autism Awareness Week is a global event to be celebrated across the UK for April 2018. The SPECTRUM app provides a global platform for the autistic community to connect and share experiences and stories.
HOW? The SPECTRUM app is available from all major app stores and accessible through a web portal. There are also physical engagement tools like the ‘Coding Kit’ that can be bought from the National Autistic Societies website.
WHY? Around 79% of the Autistic community feel socially isolated and alone, through the SPECTRUM App and Coding Kit, Autistic people don’t have to feel so different anymore, we are all on the SPECTRUM.
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The SPECTRUM app allows users to discover their autistic traits in an empathetic way through the Inclusive Spectrum framework. Through utilising the Inclusive Spectrum model, the SPECTRUM app curates a journey of self discovery around Autistic learning and empathy. By decoding Autism, the app guides the user through a process of self assessment to unveil their autistic perspective. The user’s diagnostic results are translated through the Inclusive Spectrum model to indicate how Autistic they are using colour intensity.
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Following the diagnostic stage, the SPECTRUM app explores engagement approaches through the ‘Coding Cubes’ exploration activity. The ‘Coding Cubes’ allows the user to express how they feel and describe how Autism affects them in an interactive and tangible way. As a new method of communication, the app allows you to share your codes with others to express your Autism effectively and concisely. Access to a global Autism network allows for further engagement and empathy towards the autistic community.
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The SPECTRUM app aspires to connect members of the Autistic community and broadcast Autism in an empathetic way. The Forum network allows users to keep connected with others on the Spectrum through broadcasting towards the community. As a communication and networking platform, Forum enables users to contribute to the community and promote empathy for Autism. The Forum serves as a portal for the SPECTRUM community where members can interact and support one another in a safe and inclusive space.
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User Scenarios To contextualise the value of my concept proposition and user benefit through video prototyping
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VIDEO PROTOTYPE Contextualising the value and benefit of my concept proposition, I chose to explore and convey user scenarios through video prototyping. Throughout this project, I had a strong idea of how the video would be curated to best represent my project for its intended market. However, I was initially very ambitious with my estimations and intentions to shoot a series of video media based around my life as an autistic individual. Moreover, this empathetic media approach was now integrated into the SPECTRUM app through the Forum network where users can upload content to share and express how Autism affects them towards an inclusive and supportive community. Therefore, I decided to edit the essence of this project into one singular prototype. By doing so, I aspired to convey the holistic benefit that SPECTRUM could bring towards both neurotypical and autistic audiences. Although I had initially only planned to direct the video prototype; due to ethical reasons, I cast myself as the Autistic individual in the video to ensure the character portrayal was believable and accurate enough to portray an Autistic character sensitively. From acting alongside colleagues, I used the video prototype to gauge their reaction towards revealing my autism diagnosis. By editing this moment down to a single frame or tableau, I was able to tackle the issue of social isolation and feeling alone through my video. Framing this issue was key to ensuring the intended audience understand how sensitive Autistic people can be during social situations.
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Following a brief introduction illustrating the issue of social isolation among those on the spectrum, the video enables the audience into the mind of an autistic individual to hear how he copes with the situation. This form of transparency allows the intended audience to empathise with the character more deeply as feeling alone and different is a common human feeling that can be understood by vast amounts of the general public. The introduction ends with Ross having to leave the situation because of sensory and emotional overload. Afterwards, the video introduces the SPECTRUM app through Ross’s flatmates discovering it through an awareness campaign on social media during World Autism Awareness Day 2018, Ross’s neurotypical flatmates endeavour to explore this new app together until they discover their individual spectrum codes. Upon Ross’s return, his flatmates open up to him about their identification on the spectrum. This moment illustrates the social progression that could be made when considering autism as a spectrum because the ‘spectrum’ classification doesn’t carry the negative connotations that Autism has gained through social insolence. Therefore, being on the ‘spectrum’ does not illicit the same stigma that being ‘autistic’ does. At this moment, Ross feels that he can open up to his flatmates after they have reacted so positively towards being on the ‘spectrum’. Therefore, Ross ‘comes out’ to his coursemates as Autistic. This climax shows his flatmates perplexed with this information and unsure of how to react. From conducting auto-ethnography with my own coursemates, this response proved accurate as people struggle to know how to react or respond in such a situation. Hence, the video shows then shows his flatmates showing initiative to help Ross by using the Coding Kit to express how they feel and demonstrate that everyone is different and unique.
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Responding to the engagement of the Coding Cube exercise, the video then conveys how the SPECTRUM app can help inspire empathy among neurotypical and autistic individuals. After the characters bond over their respective Spectrum Codes, the group then engage with the Spectrum app as a way to educate and share experiences collectively. Through the Forum feature of the SPECTRUM app, the characters get to interact and explore broadcasts from other people on the Spectrum. This feature allows users who have been newly introduced to the idea that they are on the spectrum to gain insight and perspective from others who identify themselves as being autistic. Foreshadowing my own experience learning autism, using secondary research first only complicated and mystified the concept of autism further. However, through using primary research methods as initial stepping stones approaching autism, users will gain a more balanced and positive view of Autism compared to using secondary research alone. Therefore, it was crucial to show the effect that experiencing Autistic people has on the general assumptions and social understanding of Autism. This is reflected in the storyline with all characters opening up and sharing similarities from the empathetic media that the SPECTRUM app broadcasts towards its social education and learning network - Forum. The video ends with the characters united to exclaim that, “we are all on the spectrum� and encouraging the audience to discover for themselves where they are on the spectrum. This approach contrasts to other viral media that I have discovered through this research and I strongly believe that this model and approach will help yield better understanding and acceptance of autistic people going forward.
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Project Summary To conclude this project, I will summarise my progress and evaluate the project outcome against the project brief
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EVALUATION Overall, I believe SPECTRUM has lots of potential to make a difference and benefit the Autistic community through changing the perceptions of what we consider to be Autism as we know it. Through viewing Autism as a spectrum, both neurotypical and autistic communities can empathise and relate to one another, creating new inclusive societies and spaces. Considering the success of this project; although my proposal met the project brief well, during the ideation process, I became aware that the scope of the project was very broad and ambitious. This resulted in me having to reassess my options about what would be feasible and achievable within the time-scale. Therefore, I believe there was so much more to achieve to holistically conclude this project. However, breaking down my outcomes for this project reveals inherent real world value across all design opportunities. Although the Inclusive Spectrum model didn’t appear to be the most valuable outcome of my project; its value was limited due to audiences lack of familiarity with the existing autistic spectrum so they could not benefit from a new approach and perspective. This outcome’s value would be to an audience with a specialist knowledge like Autism awareness charities and psychologists to enable this to be a framework promoting perspectives and empathy towards the Autistic community. Hence, I believe that my investment within this area has been beneficial and provided a strong grounding for further development and refinement of my other outcomes.
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To this extent, the implementation of the Coding Cubes could be considered a more successful outcome of the project as it allowed autistic and neurotypical audiences to collaborate and engage with one another. This outcome was easy to relate to and understand through a simple approach using interaction to engage target audiences and enlighten them about their autistic traits. However, the application and form of this outcome could be further refined through more user testing with wider and more diverse sample groups. User feedback and response to this outcome was very positive and insightful, hence further enquiry could be valuable. With regards to the Empathetic Media campaign, I had hoped to have explored more of this design opportunity but due to time and resource constraints, there was scope to further this element within the project time-frame. However, I do plan to continue my interest into this area as this outcome had the largest potential reach and impact of all design opportunities. Lastly, the SPECTRUM app proposal effectively amalgamates all design opportunities presented into a single designed experience. However, I would have liked to develop this outcome further to unveil other design opportunities that could arise using an app platform. The app allows for a wider audience to interact and engage with SPECTRUM. By building an online community that is open and encouraging to all, the app has the potential to evolve and grow in reach as it continues to influence and educate through empathy and understanding. Even though my expectations were very ambitious, I believe that the outcomes that have been explored and developed do astute a value and potential for radical social change and enlightenment towards Autism.
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I believe my role as a designer during this project focused on communication design by creating empathy between both stakeholders - the Autistic community and the neurotypical population - stimulating social change and progression by altering perspectives and evoking empathy towards Autism. My role as a communicator was proven through interaction with the general public during the Degree Show, where I liaised with many observers of my project to communicate my project intentions. Through this experience, my personal story and motivation brought this project to life when discussing my approach. Since the offset, I knew this project would be a challenge for me personally due to being Autistic myself but am pleased with how I approached this topic and managed to use my diagnosis as an advantage with helping others with understanding and conceptualising Autism. Therefore, this shows how being an autistic designer gave me a unique insight and perspective that personifies and validates my design intentions and outcomes throughout this project.
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Reflection Looking back on this project, what have I learned throughout the process and how has this changed me as a designer?
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WHAT HAVE I LEARNED? Looking back on my Self Initiated Project, this insightful and valuable learning experience has changed my prospects on how I should view and approach design. I have learned within design practise, a designer can be confronted by subject matter that is difficult and emotional to work with. However, such events should be undertaken by designers as challenges to test their design grit. After all, our role as a designer is to interpret our clients intentions. Hence, embarking on an Autism project has been a rewarding exercise for me that strengthened my design approach and resilience within my practise. Therefore, this approach shows that if designers can solve their own problems then they can tackle the more demanding projects by creating outcomes that astute authentic beneficial value. Furthermore, this project taught me the importance of empathy within design. From approaching this project subjectively as an autistic individual, I could connect and relate on an alleviated level with my user group, which lead to increased understanding and trust between designer and participants. This allowed me gain valuable insight into my user group. Therefore, I learned that empathy is a powerful tool whilst approaching an intrinsically sensitive subject. Hence, I aspire to build on my emotional skills further and challenge my abilities as a designer through undertaking more personal projects in the future.
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WHAT NEXT? Following the conclusion of the Self Initiated Project, there have been many exciting opportunities that has arose as a consequence of my endeavours. Most notably being the response to the Degree Show. Both the events in Glasgow and London were well received by the public. While the event in Glasgow was better attended than London, I had hoped to meet people who were influential within the domain of Autism in order to progress my project. With this in mind, the London show was particularly exciting for me as our exhibition was located a minute walk away from the National Autistic Society headquarters in London. This was a surprise for me when I was navigating the area. I knew this was an ideal opportunity to attract interest to my project and acted accordingly by personally giving invitations to reception staff for our Degree Show. This was my last chance to meet someone influential during our Degree Show exhibit. Thankfully during the opening event of the London Show, my project received interest from a very influential member of the National Autistic Society - Head of Communications, Melior Whitear. Unfortunately I was away running an errand when she arrived, but thoughtfully left a message for me to get in touch with her. From getting in contact with Melior, I arranged to meet with her before I left London. This was a really exciting opportunity to pitch my project to such a powerful and influential member of
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the National Autistic Society. Throughout my project, I had been referencing material that she curated. In particular, she was responsible for the ‘Too Much Information’ campaign videos that I analysed during this project. Elated, I prepared a presentation ready to give her a full overview of my project. During the meeting, Melior was very interested in hearing about my design process and complimented the outcomes I featured on display at the Degree Show. Throughout my presentation, Melior was very encouraging and supportive as she expressed her interest in my design process. In particular, she was interested in my SPECTRUM app which resonated similarities between the ‘How Autistic Are You?’ project they were currently working on with Channel 4. From which, she saw potential for amalgamating my project with the development of this new TV programme. I was ecstatic to receive such a response and believe my SPECTRUM project would add value to their collaboration with Channel 4. I look forward to keeping in touch with Melior and making more connections within the National Autistic Society with aspirations of seeing my SPECTRUM project come to life. This project has been of the most rewarding experiences I have had at GSA and has allowed me to develop both professionally and personally as a designer. Moving forward, I hope this project will lead to more opportunities in the future.
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+44 (0) 7955 887199 me@mastermcintosh.com www.mastermcintosh.com @mastermcintosh